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Promoting Complex Learning through Relevant Learning Experiences for the Health Sciences
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Author(s): Jill E. Stefaniak (Old Dominion University, USA)and Barbara L. Joyce (Oakland University William Beaumont School of Medicine, USA)
Copyright: 2015
Pages: 20
Source title:
Transformative Curriculum Design in Health Sciences Education
Source Author(s)/Editor(s): Colleen Halupa (A.T. Still University, USA & LeTourneau University, USA)
DOI: 10.4018/978-1-4666-8571-0.ch007
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Abstract
Educators in the health professions are faced with the daunting task of teaching highly complex skill acquisition and application, often without a framework to guide the development of instruction. Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner's knowledge, skills, and attitudes, new skill sets and the transference of learning in an applied environment. This chapter discusses the way complex learning can be incorporated within a health education framework that integrates the foundations of basic science, communication skills, and physical exam/procedural skills in a hands-on, learner-centered environment, providing alignment with performance assessment and expected outcomes.
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